职业英语课程标准-2017new

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(完整版)学习2017年版英语课程标准

学习2017年版英语课程标准——学科核心素养学习体会高一英语组孙瑞建普通高中英语课程是高中阶段全面贯彻党的教育方针、落实立德树人根本任务、发展英语学科核心素养、培养社会主义建设者和接班人的基础文化课程。

新课标的实施加强和推进了我国高中学生素质教育的发展，也增强了学生自主学习英语的积极性，使学生从被迫学英语变为主动学英语。

为了适应英语新课程改革需要，尽快提高学生的英语水平，达到新课标的要求，努力实现学生学科核心素养的要求。

学科核心素养是学科育人价值的集中体现，是学生通过学科学习而逐渐形成的正确价值观念、必备品格和关键能力。

英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力。

一、语言能力语言能力指在社会情境中，以听、说、读、写为基本理解方式和表达能力，新课标又增加了“看”这一项技能，旨在进一步培养学生观察和理解能力，从而在学习和使用语言的过程中形成语言意识和语感。

英语语言能力构成英语学科核心素养的基础要素。

英语语言能力的提高蕴含文化意识、思维品质和学习能力的提升，有助于学生拓展国际视野和思维方式，开展跨文化交流。

日常教学过程中要注重学生知识信息的输入和输出，兼顾二者的平衡性、相互性，认识到输入是为输出提供准备和服务，特别是注意新技能“看”的开发，可以利用田民老师倡导的SSR，即持续性默读来提高学生看的能力形成。

二、文化意识文化意识指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。

文化意识的培育有助于学生增强国家认同和家国情怀，坚定文化自信，树立人类命运共同体意识，学会做人做事，成长为有文明素养和社会责任感的人。

在现实教学过程中，三维目标的实现不能只停留在知识与技能、过程与方法上，而最终要实现学生情感态度和价值观。

三、思维品质思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。

思维品质体现英语学科核心素养的心智特征。

思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。

17年新课标英语

17年新课标英语17年新课标英语课程标准（以下简称“新课标”）是中国教育部为了适应21世纪的教育改革而制定的一套新的英语教学指导方针。

新课标旨在提高学生的英语综合运用能力，培养学生的跨文化交际能力，以及加强学生的创新思维和批判性思维。

课程目标：新课标明确了英语教学的总体目标，即培养学生的英语语言知识、语言技能、情感态度、学习策略和文化意识五个方面的能力。

课程内容：1. 语言知识：包括语音、词汇、语法、功能和话题等基础知识。

2. 语言技能：听、说、读、写四项基本技能，以及使用英语进行思维和表达的能力。

3. 情感态度：培养学生对英语学习的兴趣和自信心，以及对不同文化背景的尊重和理解。

4. 学习策略：指导学生掌握有效的学习方法和技巧，提高自主学习能力。

5. 文化意识：通过英语学习，了解不同文化，增强跨文化交流的能力。

教学方法：1. 任务型教学：通过完成具有实际意义的任务，让学生在实践中学习和使用英语。

2. 合作学习：鼓励学生在小组中合作，共同完成学习任务，培养团队协作精神。

3. 探究式学习：引导学生主动探索问题，发展批判性思维和解决问题的能力。

4. 信息技术的融合：利用多媒体和网络资源，丰富教学内容，提高教学效率。

评价方式：1. 形成性评价：通过课堂观察、作业、小测验等方式，持续跟踪学生的学习进展。

2. 终结性评价：通过期末考试、口语测试等，全面评估学生的语言能力。

3. 自我评价和同伴评价：鼓励学生自我反思，以及通过同伴评价，提高评价的客观性和公正性。

课程资源：新课标鼓励教师开发和利用多样化的教学资源，包括教科书、教辅材料、网络资源、多媒体工具等，以适应不同学生的学习需求。

教师角色：新课标强调教师不仅是知识的传授者，更是学生学习的引导者和促进者。

教师需要不断更新教学理念，提高专业素养，以适应新时代的教育需求。

新课标英语课程的实施，旨在为学生提供一个全面、均衡、高效的英语学习环境，帮助学生在全球化背景下，更好地掌握英语这门国际语言，提升自身的国际竞争力。

英语课程标准---课程结构

普通高中英语课程标准（2017 年版2020 年修订）中华人民共和国教育部制定·北京·目录一、课程性质与基本理念 (1)（一）课程性质／1（二）基本理念／2二、学科核心素养与课程目标 (4)（一）学科核心素养／4（二）课程目标／5三、课程结构 (7)（一）设计依据／7（二）结构／8（三）学分与选课／11四、课程内容 (12)（一）主题语境／14（二）语篇类型／17（三）语言知识／19（四）文化知识／31（五）语言技能／35（六）学习策略／40五、学业质量 (46)（一）学业质量内涵／46（二）学业质量水平／46（三）学业质量水平与考试评价的关系／51六、实施建议 (52)（一）教学建议／52（二）评价建议／80（三）学业水平考试与高考命题建议／92（四）教材编写建议／108（五）地方和学校实施本课程的建议／112附录 (117)附录1英语学科核心素养水平划分／117附录2词汇表／121附录3语法项目一览／179附录4教学案例及课文原文／184三、课程结构（一）设计依据1.以普通高中课程方案为依据，构建多元的英语课程结构普通高中英语课程设计以普通高中课程方案为依据，在义务教育的基础上，遵循高中课程应体现的时代性、基础性、选择性和关联性原则，建构由必修、选择性必修和选修三类课程相结合的课程结构，满足高中学生多元发展的需求。

其中必修课程是所有高中学生都需修习的课程，为他们的未来发展奠定共同基础；选择性必修课程是有升学要求的高中学生必须修习的课程，也供有个性发展需求的学生选修；选修课程分两类，一类是在必修和选择性必修基础上设计的拓展、提高类课程，供特色学校和英语基础扎实的学生选用，一类是学生根据自己的学习需求任意选修的课程。

必修、选择性必修和选修相结合的课程结构有利于学生全面而有个性的发展，为学生终身学习奠定基础，也为学生适应未来社会生活、接受高等教育和规划职业作准备。

2.从课程发展现状出发，调整课程结构与要求，实现轻负增效高中教育是面向大众的基础教育，由于各地英语教育资源不均衡，导致学生英语水平差异较大。

2017新课标3英语word

2017新课标3英语word2017年新课标3英语课程标准（以下简称“新课标”）是针对中国高中英语教学的一套指导性文件，旨在提高学生的英语综合运用能力，包括听、说、读、写四个方面。

以下是该课程标准的一些主要内容：一、课程目标新课标强调英语课程应培养学生的英语综合运用能力，使学生能够在不同情境中使用英语进行有效沟通。

课程目标分为三个层次：基础、提高和高级。

二、课程内容1. 语言知识：包括语音、词汇、语法、功能和话题。

2. 语言技能：听、说、读、写四个方面。

3. 文化意识：了解英语国家的文化，增强跨文化交际能力。

4. 学习策略：培养学生自主学习的能力，包括学习计划、资源利用等。

三、教学建议1. 教学方法：倡导以学生为中心的教学方法，鼓励学生参与和实践。

2. 教学资源：充分利用多媒体和信息技术，丰富教学内容和形式。

3. 评价方式：采用多元化评价体系，包括形成性评价和终结性评价。

四、学习策略1. 自主学习：鼓励学生制定个人学习计划，利用网络资源进行自学。

2. 合作学习：通过小组讨论、角色扮演等形式，培养学生的团队合作能力。

3. 批判性思维：引导学生分析问题，培养独立思考和解决问题的能力。

五、课程资源1. 教材：使用符合新课标要求的教材，注重实用性和时代性。

2. 辅助材料：包括音频、视频、网络资源等，以丰富教学内容。

六、评价与考试1. 评价标准：明确评价标准，确保评价的公正性和有效性。

2. 考试形式：包括笔试和口试，全面考查学生的英语能力。

七、课程实施1. 教师培训：加强教师的专业发展，提高教学能力。

2. 学校管理：学校应提供必要的支持，确保课程的顺利实施。

新课标3英语课程标准旨在通过这些内容和措施，全面提升学生的英语素养，为学生未来在全球化背景下的学习和工作打下坚实的基础。

义务教育英语课程标准(2017年英文版)

English Curriculum Standards for compulsory Education (2017-year Edition).Ministry of Education of the people's Republic of China.Directory.Part one Preface .I. nature of the curriculum .II. Basic concepts of the curriculum .III. Ideas for curriculum design .Part II Curriculum objective .I. overall objective .II. Hierarchical objectives .Part III grading criteria .I. language skills .II. Language knowledge .III. Emotional attitudes .4. Learning strategies .V. Cultural awareness .Part IV implementation of recommendation .I. pedagogical recommendations .II. Evaluation recommendations .III. Recommendations for the preparation of teaching materials .Appendix .Appendix 1 list of speech items .Appendix 2 Grammar item Table .Appendix 3 Glossary .Part I Preface.Nowadays, the world is in the period of great development and great adjustment, showing the development trend of world multi-polarization, economic globalization and informatization. As a big country with peaceful development, China bears an important historical mission and international responsibilities and obligations. English is one of the most widely spoken languages in the world. It has become an important tool for international exchanges and scientific, technological and cultural exchanges. Learning and using English plays an important role in absorbing the achievements of human civilization, drawing lessons from advanced foreign science and technology, and enhancing the mutual understanding between China and the world. Offering English courses in the compulsory education stage can lay the foundation for improving the whole national literacy of our country, cultivating the talents with creative ability and cross-cultural communicative ability, and improving the international competitiveness of the country and the international communication ability of the people.The establishment of English courses in compulsory education is of great significance to the future development of young people. Learning English will not only help them better understand the world, learn advanced scientific and cultural knowledge, spread Chinese culture, and enhance their mutual communication and understanding with the youngpeople of other countries. It can also provide them with more opportunities for education and career development. Learning English can help them to form an open and tolerant character, to develop the awareness and ability of cross-cultural communication, to promote the development of thinking, to form a correct outlook on life, values and good humanities. Learning English can provide students with the ability to participate in knowledge innovation and scientific and technological innovation in the future, as well as lay the foundation for them to better adapt to the multi-polarization of the world, economic globalization and informationization in the future.I. the nature of the curriculum.The English curriculum at the stage of compulsory education is of the dual nature of instrumentality and humanism. As far as instrumentality is concerned, English curriculum undertakes the task of cultivating students' basic English literacy and developing their thinking ability, that is, students can master basic knowledge of English language and develop basic skills of listening, speaking, reading and writing in English through English courses. Form the ability to communicate with others in English, further promote the development of thinking ability, for the future to continue to learn English and other relevant scientific and cultural knowledge in English to lay the foundation. As far as humanity is concerned, English curriculum undertakes the task of improving students' comprehensive humanistic quality, that is, students can broaden their horizons, enrich their life experiences, form cross-cultural consciousness, enhance their patriotism and develop their innovative ability through English courses. Form a good character and a correct outlook on life and values. The integration of instrumental and humanistic English curriculum is conducive to the lifelong development of students to lay the foundation.II. The basic idea of Curriculum.(1) pay attention to quality-oriented education and embody the value of language learning to students' development;The main purpose of English curriculum in compulsory education is to lay a foundation for students to develop their comprehensive language ability and to create favorable conditions for them to continue to learn English and to develop in the future. Language is not only a tool for communication, but also a tool for thinking. Learning a foreign language can promote people's mental development, help students to understand the diversity of the world, experience the similarities and differences between Chinese and foreign cultures to form cross-cultural awareness, enhance international understanding, and carry forward the spirit of patriotism. Form the sense of social responsibility and innovation consciousness, improve humanities accomplishment.(2) for all students, pay attention to the different characteristics and individual differences of language learners.Compulsory education is an important part of education for all. The English curriculum at the stage of compulsory education should be open to all students and embody the student-centered thinking. The development needs of all students should be taken into account in the aspects of teaching objectives, teaching contents, teaching process, teaching evaluation and the utilization and development of teaching resources. English curriculum should be a process in which students construct their knowledge, develop their skills, broaden their horizons, enliven their thinking and show their individuality under the guidance of their teachers. Due to the differences in age, personality, cognitive style and living environment, students have different learning needs and characteristics. Only to meet individual needs to a large extent, it is possible to obtain the maximum overall teaching efficiency.(C) overall design objectives, taking full account of the progressivity and continuity of language learning.English learning has obvious characteristics of progressiveness and continuity. Language learning lasts a long time and needs to accumulate gradually. The English Curriculum Standard for compulsory Education (hereinafter referred to as "this Standard") and the English Curriculum Standard for Senior High Schools, which converge with it, set the objectives of the English curriculum for the basic education stage at nine levels. The aim is to embody the organic cohesion of primary, junior middle and senior middle school courses and the gradual development of students' English language competence, so as to ensure the integrity, progressiveness and continuity of English curriculum. English teaching and evaluation activities should be organized in accordance with the students' language proficiency and the corresponding grade requirements.(4) emphasizing the process of learning and paying attention to the practicality and application of language learning.Modern foreign language education pays attention to the process of language learning, emphasizes the practicality of language learning, advocates that students should contact, experience and understand the real language in the context, and learn and use language on this basis. English curriculum advocates the adoption of language teaching approaches and methods that both emphasize the language learning process and improve the students' learning effectiveness, so as to create as many opportunities as possible for the students to use the language in the real context. Encourage students, under the guidance of teachers, to discover language laws through experience, practice, participation, inquiry and cooperation, to gradually master language knowledge and skills, to constantly adjust their emotional attitudes, and to form effective learning strategies, Develop the ability of autonomous learning.(5) to optimize the evaluation method, with emphasis on the evaluation of students' comprehensive language ability.The evaluation system of English curriculum should be conducive to the development of students' comprehensive language use ability. It should be evaluated by adopting multiple and optimized evaluation methods to assess the development level of students' comprehensive language use ability, and stimulate students' interest in learning by means of evaluation. Promote the development of students' autonomous learning ability, thinking ability, cross-cultural awareness and healthy personality. The evaluation system should include formative evaluation and summative evaluation. The evaluation in daily teaching focuses on formative assessment, focusing on the performance and progress of students in the learning process; the final assessment focuses on the students' comprehensive language use ability. Including language skills, language knowledge, emotional attitude, learning strategies and cultural awareness and so on.(6) enriching curriculum resources and expanding English learning channels.Language learning requires a great deal of input. Rich and diverse curriculum resources are especially important for English learning. According to the needs of teaching and learning, English curriculum should provide English learning resources that are close to students, life and times. We should creatively develop and make use of the fresh English learning resources in real life, and actively use audio-visual, radio, television, books, newspapers, magazines, Internet information, and so on, to expand the channels for students to learn and use English.Ⅲ. The idea of curriculum design.The general idea of English curriculum design is: under the guidance of the scientific concept of development and advanced foreign language curriculum concept, based on the national conditions, comprehensive consideration of the current situation of English education in China, starting from the stage of compulsory education; To establish a student-oriented, systematic and progressive English curriculum system. This curriculum system aims at fostering students' comprehensive language application ability, according to the law of language learning and the development needs of students in the compulsory education stage. From the language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the design of the overall curriculum objectives and grading goals. These five aspects are interrelated and complement each other, which makes English curriculum attach importance not only to the cultivation of students' basic language knowledge and basic skills, but also to the optimization of the learning process, so as to guide students to form effective learning strategies and certain cultural awareness. Cultivate positive emotional attitudes and values.According to the above design idea, the compulsory education stage English curriculum take the elementary school 3 grades as the starting point, take the junior middle school graduation as the end (namely compulsory education 9 grades), and with the senior middle school stage English curriculum links up. The English curriculum of the entire basic education stage (including compulsory education and senior high school) is divided into nine levels according to the ability level, forming a gradual and sustainable development of the curriculum. The aim of setting graded courses is to reflect the learning needs and cognitive characteristics of students of different ages, and to make English courses with integrity, flexibility and openness, using the international grading methods for reference.In the nine-level target system, the first to the fifth level is the goal requirement of the compulsory education stage. Level two is the basic requirement to be met at the end of the sixth grade, and grade five is the basic requirement to be reached at the end of the ninth grade. Grades 6 to 9 are the target requirements for ordinary high schools. Among them, level 7 is the basic requirement for high school graduates, and levels 8 and 9 are designed for high school students who are willing to further improve their English proficiency. Of the nine levels of targets, levels I, III, IV and VI are transitional levels. The setting of grading objectives is conducive to teaching and evaluation in the implementation of the curriculum, but also provides a basis for the flexibility and openness of the curriculum.The levels in the curriculum grading objectives are not entirely equivalent to the grades in the basic education stage. However, the grading goal provides the instruction requirements for the teaching and evaluation of grades 3, 6, 7, 9 and senior high school, and the compilation of teaching materials, which is conducive to the overall implementation of the curriculum. In the period of compulsory education, schools offering English courses from the third grade, the fourth grade should complete the first level goal, the sixth grade should complete the second level goal, the schedule of classes should reflect the principle of short time and high frequency as far as possible, and guarantee three or four teaching activities per week; The total weekly class time shall not be less than 80 ~ 90 minutes. Grades 7, 9 and 9 completed the goals of levels III, IV and V respectively, and the weekly class hours were carried out in accordance with the national curriculum plan.Considering the fact that our country has a vast territory, numerous nationalities and unbalanced economic and educational development, each region can formulate its own curriculum implementation plan according to the situation of teachers' condition and resource allocation, etc. To determine the starting grade of English teaching in primary schools and the grade requirements to be reached when graduating from primary and junior high schools, the factors such as theavailability of teachers and the teaching conditions should be fully taken into account in the establishment of English curriculum in primary schools. Local teaching and research departments should strengthen the classification, stratification guidance and evaluation of teaching, help schools to implement the local curriculum implementation plan in accordance with local conditions, and pay attention to the coordination and convergence between the good learning sections. In particular, we should do a good job in the smooth transition between primary and junior high school, and promote the balanced development of regional English education.Part II Curriculum objectives.I. overall objectives.The general goal of English curriculum in compulsory education stage is to make students form the initial comprehensive language using ability, promote the mental development, and improve the comprehensive humanities accomplishment through English learning. The formation of comprehensive language competence is based on the overall development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Language skills and language knowledge are the basis of comprehensive language use ability, cultural awareness is conducive to the correct understanding of language and proper use of language, effective learning strategies are conducive to improving learning efficiency and developing autonomous learning ability; A positive emotional attitude is conducive to active learning and sustainable development. These five aspects complement each other and jointly promote the formation and development of students' comprehensive language ability.Language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness constitute the overall goal of English curriculum, which not only embodies the instrumentality of English learning, but also embodies its humanism. It is not only conducive to the development of students' language ability, but also conducive to the development of students' thinking ability, so as to comprehensively improve students' comprehensive humanistic literacy.II. Graded objectives.The objectives of English curriculum at all levels in compulsory education stage refer to the students' comprehensive performance in five aspects: language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Table 1 provides a description of the first to fifth level goals.Part III grading standards.In accordance with the general objectives of the compulsory education English curriculum, this standard puts forward the requirements of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness respectively in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Among them, the language skills of listening, speaking, reading, writing and other skills put forward five different levels of goal requirements, language knowledge, emotional attitude, learning strategies and cultural awareness put forward the target requirements of two and five levels.I. language skills.Language skills is an important part of language skills, mainly including listening, speaking, reading, writing and other skills and the comprehensive use of these skills. Listening and reading are skills of understanding, speaking and writing are skills of expression. They complement and promote each other in language learning and communication. Students should form comprehensive language competence through a large number of special and comprehensive language practice activities to lay a solid foundation for real language communication. Therefore, listening, speaking, reading and writing are not only the contents of learning, but also the means of learning. The main content of the language skill standard is what the students can do at a certain level, which not only helps to arouse the students' learningenthusiasm and promote the improvement of the students' language application ability, but also helps to evaluate the students' learning results scientifically and rationally.II. Language knowledge.The basic knowledge of the English language that students should learn and master in the compulsory education stage includes pronunciation, vocabulary, grammar and language forms used to express common topics and functions. Language knowledge is an important part of language application ability and an important basis for the development of language skills.III. Emotional attitudes.Emotional attitude refers to interest, motivation, self-confidence, will and spirit of cooperation and other factors that affect students' learning process and learning results, as well as the gradual formation of national awareness and international vision in the learning process. Maintaining a positive attitude towards English learning is the key to success in English learning. Teachers should constantly stimulate and strengthen students' interest in learning and guide them to gradually transform interest into stable learning motivation, so that they can build up self-confidence, exercise the will to overcome difficulties, and realize the advantages and disadvantages of their own learning. Willing to cooperate with others to develop a harmonious and healthy character. Through the English curriculum, enables the student to enhance the motherland consciousness, expands the international field of vision. Table 4 is a rating scale for affective attitudes of grade two and five.Table 4 rating criteria of affective attitudeⅣ. Learning strategies.Learning strategies refer to the various actions and steps taken by students in order to learn and use English effectively, and the beliefs that guide these actions and steps. English learning strategies include cognitive strategies, regulatory strategies, communicative strategies and resource strategies. Cognitive strategy refers to the steps and methods taken by students in order to accomplish specific learning tasks, while regulatory strategies refer to the actions and steps that students plan, implement, reflect, evaluate and adjust their learning. Communication strategy is the action taken by students in order to gain more communication opportunities, maintain communication and improve communication effect. Resource strategy is the way and method for students to learn and use English reasonably and effectively through a variety of media.Learning strategies are flexible and diverse, the use of strategies varies from person to person, from time to time, from place to place, and from event to event. In English teaching, teachers should consciously help students to form their own learning strategies, and constantly adjust their own learning strategies. In the implementation of English curriculum, helping students to use learning strategies effectively not only helps them to grasp the direction of learning, adopt scientific approach and improve learning efficiency, but also helps them to form the ability of autonomous learning. Lay the foundation for lifelong and sustainable learning. Table 5 is a two-level and five-level learning strategy rating standards.Table 5 grading criteria for learning strategiesV. Cultural Awareness.Language has rich cultural connotations. In foreign language teaching, culture refers to the historical geography, local conditions and customs, traditional customs, life style, behavior norms, literature and art, values and so on of the language country. In the process of learning English, contact with and understanding of foreign culture is beneficial tothe understanding and use of English, to the deepening of the understanding and love of the excellent traditional culture of the Chinese nation, and to the acceptance of the edification of the advanced culture belonging to all mankind. It's good for international awareness. In teaching, teachers should gradually expand the content and scope of cultural knowledge according to the characteristics of students' age and cognitive ability. In the initial stage, students should have a rough understanding of the similarities and differences between Chinese and foreign cultures, and the foreign cultural knowledge involved in teaching should be closely related to students' study and life, and can stimulate students' interest in learning English. In the higher stage of English learning, we should expand the scope of students' contact with foreign culture, help them to broaden their horizons, improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures, and then improve their intercultural communicative competence.Table 6 grading standard of cultural awarenessPart IV implementation recommendations.I. Teaching suggestions.At the stage of compulsory education, the English curriculum aims to cater to all students, lay a good foundation for the development of students' comprehensive language ability, and at the same time, promote the improvement of students' overall humanistic quality. Teachers should consider language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the curriculum objectives, according to the development of students, the overall planning of each stage of the teaching task; Effectively integrate the curriculum resources, optimize classroom teaching, cultivate students' autonomous learning ability, and lay the foundation for the sustainable development of students. At the same time, teachers should constantly improve their professional level and try to adapt to the new requirements of English curriculum for teachers. To this end, the following teaching recommendations are made:(I) for all students, to lay the foundation for each student to learn English.In teaching, teachers should adhere to student-centered, facing all students, pay attention to individual differences, optimize classroom teaching, improve teaching efficiency, and lay the foundation for students to continue learning.1. Teachers should fully understand the current English level and development needs of all students, choose appropriate teaching methods and methods, grasp the difficulty of learning, mobilize the enthusiasm of all students and make them maintain their confidence in learning English. Experience the fun of learning English, get a sense of success in learning English, and make them progress in all stages of learning.2. Teachers should fully understand students' different learning experiences, learning levels and learning styles, respect students' individual characteristics, fully explore students' different potentials, establish a sincere, understanding and trusting relationship with students, teach students in accordance with their aptitude, and encourage innovation. For students to provide a broader space for thinking and independent development of space. Students should be given targeted guidance on the problems in the process of learning.3. Teachers should arrange the teaching contents and steps reasonably, organize various forms of classroom interaction, encourage students to learn and use English by observing, imitating, experiencing, exploring, presenting, and so on, so as to create as many opportunities for language practice for them as possible. Guide them to learn independent learning and cooperative learning. Teachers strive to create a harmonious atmosphere in the classroom, to take a tolerant attitude towards students' language errors in the process of learning, and choose the right time and appropriate methods to deal with.4. According to the actual situation of the students, the teachers should establish the teaching objectives that are conducive to the gradual improvement of the students' basic language literacy and basic foreign language learning ability. Especially in primary school, teachers need to cultivate students' strong interest in learning, positive learning attitude, good learning habits and awareness of creative use of language.(2) pay attention to language practice and cultivate students' ability of using language.The purpose of this standard is to emphasize the cultivation of students' comprehensive language ability by settingthe goals and requirements in the form of "can do things in English". From the perspective of language use, the presentation of knowledge of various languages and brothers should serve to improve students' ability to "do things in English". By creating various contexts close to real life, teachers should adopt progressive language practice activities, as well as various teaching approaches and methods that emphasize both process and result, such as task-based language teaching approach, etc. Develop students' ability to do things in English.Teachers play an important role in students' language learning and practice. Teachers should pay attention to the relationship between knowledge learning and ability development, the relationship between language practice and language use, and the relationship between regular teaching and examination, so as to make teaching activities more effective.1. The activities should have clear communication purposes, real communication meanings and specific operational requirements, and provide students with the opportunity to demonstrate their learning achievements, so that students can develop their language and thinking abilities in individual and cooperative practical activities. And can feel successful in the exhibition activity.2. The content and form of the activities should be close to the students' real life experience and their cognitive level, and should be as close as possible to the actual situation of language use in real life. To enable students to understand and master the real meaning and use of the target language project.3. Activities should include the process of learning language knowledge and developing language skills, so that students can gradually realize the internalization of language knowledge through contact, understanding, practice and application of language in language practice. It should help students to learn to do things in English, especially to acquire, process and transmit information in English, to express simple personal views and feelings, so as to improve their ability to use language in practice.4. Activities are not limited to the classroom, but can also be extended beyond the classroom. Activities should be conducive to the mutual penetration and contact between English and other disciplines, so as to promote the comprehensive development of students' cognitive ability, thinking ability, aesthetic taste, imagination and creativity.(3) to strengthen the guidance of learning strategies and cultivate students' autonomous learning ability.In the stage of compulsory education, it is very important for students to form effective learning strategies step by step in order to improve the learning effect. Developing effective learning strategies is one of the important goals of English curriculum.1. According to the students' experience of learning their mother tongue and the needs of their cognitive development, and in view of the characteristics, similarities and differences between the English and American languages, this paper focuses on the cultivation of the students' ability to use learning strategies, the perception and imitation of the English pronunciation, and the characteristics of the English pronunciation. To master the methods of memorizing and using English vocabulary effectively; to understand the structure and pragmatic functions of English sentence patterns; to acquire, process and transmit the necessary information by using the four language skills of listening, speaking, reading and writing; to carry out effective communication in the specific context; Active reflection。

2017英语课程标准

2017英语课程标准2017年发布的《英语课程标准》是我国英语教育领域的重要文件，它对英语教学的目标、内容、方法等方面进行了全面规定，为英语教学提供了重要的指导。

本文将对2017年英语课程标准进行解读，帮助老师和学生更好地理解和应用这一标准。

首先，2017年英语课程标准对英语教学的目标进行了明确的规定。

根据标准，英语教学的目标包括培养学生的语言运用能力、跨文化交际能力和综合语言素养，促进学生的情感态度和价值观的发展。

这些目标的设定，旨在培养学生全面发展的英语能力，使他们能够在日常生活和学习中有效运用英语。

其次，2017年英语课程标准对英语教学的内容进行了详细的规定。

标准明确了英语学科的核心素养、语言知识和技能、文化意识等内容，要求教师在教学中注重培养学生的语言综合运用能力，注重培养学生的跨文化交际能力，注重培养学生的文化意识。

这些内容的规定，为教师提供了具体的教学内容和方法，帮助他们更好地进行教学设计和教学实施。

此外，2017年英语课程标准对英语教学的方法进行了科学的规定。

标准要求教师在教学中注重学生的参与性和体验性，注重学生的实践性和合作性，注重学生的情感性和思维性。

这些方法的规定，为教师提供了科学的教学方法和手段，帮助他们更好地促进学生的英语学习和发展。

最后，2017年英语课程标准对英语教学的评价进行了全面的规定。

标准要求教师在教学中注重学生的综合素质评价，注重学生的学业水平评价，注重学生的学习态度评价。

这些评价的规定，为教师提供了科学的评价方法和手段，帮助他们更好地对学生进行全面、客观、公正的评价。

总之，2017年英语课程标准对英语教学提出了明确的要求，为英语教学提供了重要的指导。

教师和学生应当深入学习和理解这一标准，切实落实到教学实践中，促进学生的全面发展。

希望本文对大家理解和应用2017年英语课程标准有所帮助。

英语新课程标准2017

英语新课程标准2017The new English curriculum standard in 2017 has brought about significant changes in the way English is taught and learned in schools across China. This new standard aims to cultivate students' comprehensive language skills, including listening, speaking, reading, writing, and translation, as well as their intercultural communicative competence.One of the key features of the new curriculum standard is the emphasis on communicative competence. In the past, English language education in China has been criticized for focusing too much on rote memorization and grammar rules, with little attention paid to actual communication skills. The new standard seeks to address this issue by placing a strong emphasis on real-life communication, both in and out of the classroom. Students are encouraged to engage in authentic communication activities, such as role-plays, debates, and discussions, to develop their ability to express themselves fluently and accurately in English.Another important aspect of the new curriculum standard is the integration of language skills. Instead of treating listening, speaking, reading, and writing as separate and isolated skills, the new standard advocates for an integrated approach to language learning. For example, students are encouraged to read and discuss authentic texts, and then write about their thoughts and opinions. This integrated approach not only helps students see the connections between different language skills, but also allows them to use English in a more meaningful and authentic way.Furthermore, the new standard places a strong emphasis on intercultural communicative competence. In today's globalized world, it is essential for students to not only be proficient in English, but also to have a deep understanding of different cultures and the ability to communicate effectively with people from diverse backgrounds. The new curriculum standard includes a variety of cultural topics and activities that aim to broaden students' intercultural awareness and understanding, such as learning about different festivals, traditions, and customs from English-speaking countries.In addition, the new curriculum standard also emphasizes the importance of using technology in English language education. With the advancement of technology, there are now more opportunities for students to access authentic English materials, such as videos, podcasts, and online articles. The new standard encourages teachers to incorporate these resources into their teaching, in order to provide students with more exposure to authentic English language use and to develop their digital literacy skills.Overall, the new English curriculum standard in 2017 represents a significant shift in English language education in China. By focusing on communicative competence, integrating language skills, promoting intercultural communicative competence, and incorporating technology, the new standard aims to better prepare students for the challenges of the 21st century globalized world. It is hoped that these changes will lead to more effective and meaningful English language education for students across China.。

2017年英语新课标1

2017年英语新课标12017年，中国教育部发布了新的英语课程标准，这一标准旨在适应21世纪教育发展的新趋势，促进学生英语综合运用能力的提升。

以下是对2017年英语新课标的主要特点和内容的概述：课程目标新课标强调英语学科的核心素养，包括语言能力、文化意识、思维品质和学习能力。

它旨在培养学生的跨文化交际能力，以及在全球化背景下使用英语进行有效沟通的能力。

课程内容1. 语言知识：新课标对词汇量的要求有所增加，同时强调语法知识的系统性和实用性，以及对不同语言功能和场合的适应性。

2. 语言技能：包括听、说、读、写四个方面，新课标特别强调口语交际能力和写作能力的培养，鼓励学生通过多种方式进行语言实践。

3. 文化意识：新课标提倡学生了解和尊重不同文化，培养国际视野和跨文化交流的能力。

4. 思维品质：鼓励学生发展批判性思维和创造性思维，通过英语学习培养解决问题的能力。

5. 学习策略：新课标鼓励学生掌握有效的学习策略，如自主学习、合作学习和探究学习等。

教学方法1. 任务型教学：通过设计具有实际意义的语言使用任务，让学生在完成任务的过程中学习和使用英语。

2. 情景教学：创建真实或模拟的语言使用情景，帮助学生在具体语境中理解和运用语言。

3. 信息技术的融合：鼓励教师利用多媒体和网络资源，提高教学的互动性和趣味性。

评价方式新课标提倡多元化的评价方式，包括形成性评价和终结性评价，以及自我评价、同伴评价和教师评价等，旨在全面考察学生的学习过程和结果。

课程资源新课标鼓励开发和利用丰富的课程资源，包括教材、网络资源、影视作品等，以满足不同学生的学习需求。

教师发展新课标强调教师专业发展的重要性，鼓励教师不断更新教学理念，提高教学技能，以适应新时代教育的要求。

2017年英语新课标的实施，标志着中国英语教育进入了一个新的发展阶段，它将有助于提升学生的英语能力，培养具有国际竞争力的人才。

2017新课标iii英语

2017新课标iii英语2017年新课标III英语课程标准（New Curriculum Standard for English, Grade III, 2017）是中国教育部为提升中小学生英语语言能力而制定的一项教育标准。

该课程标准旨在通过科学、系统的教学方法，培养学生的英语语言综合运用能力，包括听、说、读、写等各个方面。

# 课程目标1. 语言知识：掌握基本的词汇、语法和句型结构，能够理解并使用英语进行日常交流。

2. 语言技能：培养学生的听力理解、口语表达、阅读理解和写作能力。

3. 文化意识：了解英语国家的文化背景，增强跨文化交流的意识和能力。

4. 学习策略：鼓励学生发展自主学习的能力，包括时间管理、资源利用等。

5. 情感态度：培养学生对英语学习的兴趣和积极态度，以及合作与竞争的意识。

# 教学内容1. 词汇：学习与日常生活、学校生活、工作等相关的基础词汇。

2. 语法：掌握基本的时态、语态、句型等语法知识。

3. 听力：通过听力练习，提高学生理解英语口语的能力。

4. 口语：通过对话、角色扮演等活动，提高学生的口语表达能力。

5. 阅读：阅读不同体裁的文本，提高学生的阅读理解和分析能力。

6. 写作：学习写作基本的英语句子和段落，逐步提高写作能力。

# 教学方法1. 任务型教学：通过完成具体任务，使学生在实践中学习语言。

2. 情景教学：创设真实或模拟的情景，让学生在情境中使用英语。

3. 合作学习：鼓励学生进行小组合作，共同完成学习任务。

4. 多媒体教学：利用多媒体技术，丰富教学内容，提高学习效率。

# 评价方式1. 形成性评价：通过课堂表现、作业、小测验等，持续跟踪学生的学习进度。

2. 终结性评价：通过期末考试、口语测试等，综合评价学生的学习成果。

3. 自我评价：鼓励学生进行自我反思，评价自己的学习过程和成果。

# 课程资源1. 教材：使用教育部推荐的教材，确保教学内容的系统性和科学性。

2. 辅助材料：包括课外读物、音频、视频等，丰富学生的学习资源。

2017新课标2英语

2017新课标2英语
2017年新课标2英语课程标准（New Curriculum Standard 2 for English, 2017）旨在提高学生的英语综合应用能力，包括听、说、读、写四个方面。

以下是该课程标准的关键点概述：
1. 课程目标：培养学生的英语交际能力，使他们能够在不同的语境中
使用英语进行有效沟通。

2. 语言知识：
- 语音：掌握英语音标，能够正确发音。

- 词汇：扩大词汇量，掌握常用词汇的用法。

- 语法：理解和运用基本的英语语法规则。

3. 语言技能：
- 听：能够理解日常英语对话和简单英语材料。

- 说：能够进行简单的英语对话和表达个人意见。

- 读：能够阅读和理解英语文章，包括简单的文学作品。

- 写：能够书写简单的英语文章，如日记、书信等。

4. 文化意识：了解英语国家的文化背景，培养跨文化交际的意识。

5. 学习策略：鼓励学生发展有效的学习策略，如通过多种渠道学习英语，使用词典等工具。

6. 情感态度：培养学生对英语学习的兴趣和积极态度，鼓励他们克服
学习中的困难。

7. 教学方法：提倡以学生为中心的教学方法，使用任务型教学、合作
学习等多样化教学手段。

8. 评价方式：采用形成性评价和终结性评价相结合的方式，全面评估学生的英语能力。

9. 课程资源：充分利用多媒体和网络资源，丰富教学内容和形式。

10. 课程实施：各学校应根据本校实际情况，制定具体的教学计划和实施策略。

2017新课标2英语课程标准的实施，旨在通过全面提高学生的英语能力，为他们的终身学习和未来的职业发展打下坚实的基础。

2017英语新课标1

2017英语新课标12017年，中国教育部发布了新的英语课程标准，旨在适应21世纪教育改革的需要，提高学生的英语综合应用能力。

以下是对2017年英语新课标的一些要点概述：课程目标：- 培养学生的英语语言知识、语言技能、学习策略和文化意识。

- 促进学生在英语语言实际使用中的交际能力。

- 培养学生的批判性思维和创新能力。

课程内容：- 语言知识：包括语音、词汇、语法、功能和话题。

- 语言技能：包括听、说、读、写四个方面。

- 学习策略：鼓励学生发展有效的学习方法和技巧。

- 文化意识：了解和尊重不同文化，培养跨文化交际能力。

教学方法：- 任务型教学：通过完成具体任务来学习语言。

- 合作学习：鼓励学生在小组中共同学习和解决问题。

- 信息技术的融合：利用多媒体和网络资源辅助教学。

评价方式：- 形成性评价：通过日常观察、课堂表现和作业来评价学生的学习过程。

- 终结性评价：通过期末考试、口语测试等方式来评价学生的学习成果。

课程资源：- 教材：选择适合学生实际水平和兴趣的教材。

- 辅助材料：包括音频、视频、网络资源等，以丰富教学内容。

教师角色：- 引导者：引导学生探索和学习英语。

- 组织者：组织有效的课堂活动和学习小组。

- 评价者：公正地评价学生的学习成果。

学生角色：- 主动学习者：积极参与课堂活动，主动寻求学习机会。

- 合作者：与同伴合作，共同完成学习任务。

- 反思者：对自己的学习过程和成果进行反思和自我评价。

新课标强调了英语教学的实用性和交际性，鼓励学生在真实语境中使用英语，提高语言的实际应用能力。

同时，也注重培养学生的自主学习能力和跨文化交际能力，以适应全球化的社会需求。

2017新课标1英语

2017新课标1英语2017年新课标1英语课程标准是中国教育部为适应新时代教育发展需求，对英语教学内容和方法进行改革的成果。

这一课程标准的实施，旨在培养学生的英语综合运用能力，提高学生的跨文化交际能力，并加强学生的批判性思维和创新能力。

课程目标：1. 语言知识目标：学生应掌握一定量的词汇、语法结构和语言功能，能够理解和运用基本的英语表达。

2. 语言技能目标：学生应具备听、说、读、写四项基本语言技能，能够在不同的语境中进行有效沟通。

3. 文化意识目标：学生应了解不同文化背景下的交际习惯和价值观，培养跨文化理解和尊重。

4. 学习策略目标：学生应掌握有效的学习方法和技巧，能够自主学习和解决问题。

5. 情感态度目标：学生应对英语学习持有积极的态度，愿意参与语言实践活动，享受学习过程。

教学内容：1. 词汇教学：注重词汇的实用性和文化内涵，通过上下文和情景教学帮助学生记忆和运用。

2. 语法教学：强调语法规则的实用性，通过大量的语言实践让学生掌握语法结构。

3. 听力教学：通过多种听力材料，如对话、故事、新闻等，培养学生的听力理解能力。

4. 口语教学：鼓励学生参与口语交流，通过角色扮演、讨论等活动提高口语表达能力。

5. 阅读教学：引导学生阅读不同类型的文本，如文学作品、科普文章等，培养阅读理解和分析能力。

6. 写作教学：通过写作练习，如日记、书信、议论文等，提高学生的书面表达能力。

教学方法：1. 任务型教学：通过设计具有实际意义的语言任务，让学生在完成任务的过程中学习和使用英语。

2. 合作学习：鼓励学生进行小组合作，通过交流和讨论共同完成学习任务。

3. 情景教学：创设真实或模拟的语言使用情景，让学生在情境中学习和运用英语。

4. 多媒体教学：利用多媒体技术，如视频、音频、网络资源等，丰富教学内容和形式。

5. 反思性学习：引导学生对自己的学习过程和结果进行反思，以提高学习效率。

评价方式：1. 形成性评价：通过课堂参与、作业、小测验等方式，持续跟踪学生的学习进展。

2017年新课标英语

2017年新课标英语
2017年新课标英语课程标准是中国教育部对中小学英语教学提出的新
要求，旨在提高学生的英语综合应用能力，培养跨文化交际意识和跨
文化交际能力。

新课标强调了以下几个方面：
1. 课程目标：新课标明确了英语教育的总目标是培养学生的综合语言
运用能力，包括听、说、读、写四个方面，同时注重学生思维品质和
文化意识的培养。

2. 课程内容：新课标对英语课程内容进行了丰富和拓展，包括语言知识、语言技能、学习策略、文化意识和情感态度等方面。

3. 教学方法：鼓励采用多样化的教学方法，如任务型教学、合作学习、探究式学习等，以提高学生的参与度和学习兴趣。

4. 评价方式：新课标提倡形成性评价与终结性评价相结合的评价体系，强调评价的多元化和过程性。

5. 信息技术的应用：鼓励教师和学生利用信息技术资源，如多媒体、
网络等，来丰富教学内容和提高教学效果。

6. 课程资源的开发与利用：新课标提倡开发和利用各种课程资源，包
括教材、教辅、网络资源等，以满足不同学生的学习需求。

7. 教师专业发展：强调教师的专业成长，鼓励教师不断学习新的教育
理念和教学方法，提高自身的教学能力和专业素养。

8. 学生个性化学习：新课标提倡尊重学生的个体差异，鼓励学生根据
自己的兴趣和特长进行个性化学习。

9. 跨学科学习：鼓励英语教学与其他学科的融合，通过跨学科的项目或活动，提高学生的综合素养。

10. 国际视野：新课标强调培养学生的国际视野，通过学习英语了解不同文化，增强国际交流和合作的能力。

新课标英语课程标准的实施，旨在全面提升学生的英语素养，为学生的终身学习和全面发展打下坚实的基础。

中职英语新课程标准

中职英语新课程标准随着社会的不断发展和变化，中职英语教育也在不断地进行改革和更新。

2017年发布的《中等职业学校英语课程标准》（以下简称《新标准》）正式实施，这标志着中职英语教育将迎来新的发展机遇和挑战。

新标准的出台，对中职英语教育提出了更高的要求，也为学生的英语学习提供了更为系统和科学的指导。

本文将就中职英语新课程标准进行深入探讨，旨在帮助广大中职英语教师更好地理解和应用新标准，促进中职英语教育的持续发展。

首先，新标准明确了中职英语教育的总体目标和基本要求。

根据新标准的要求，中职英语教育应以培养学生的综合语言运用能力为核心，注重学生的实际语言运用能力的培养，倡导学生在实际生活和工作中运用英语进行交流。

这一要求与以往注重语法知识和考试技巧的教学模式有了明显的不同，更加符合中职学生的特点和实际需求。

其次，新标准对中职英语教学内容和方法进行了全面的调整和优化。

新标准强调以任务型教学为主导，注重学生的实际语言运用能力的培养，鼓励教师通过真实情境和任务来引导学生学习，培养学生的听、说、读、写能力。

同时，新标准还规定了详细的教学内容和目标，要求教师根据学生的实际情况和需求进行灵活的教学设计，使学生能够在学校学习的同时，更好地适应未来的工作和生活。

另外，新标准还对中职英语教师的素质和能力提出了更高的要求。

新标准要求中职英语教师应具备扎实的英语语言能力和丰富的教学经验，同时还要具备跨学科、跨文化的知识和能力，能够为学生提供更为全面和专业的英语教育服务。

这对中职英语教师提出了更高的要求，也为中职英语教师的职业发展提供了更多的机遇和挑战。

总之，中职英语新课程标准的出台，为中职英语教育的发展提供了更为明确和科学的指导，也为中职学生的英语学习提供了更为系统和有效的保障。

中职英语教师应充分理解和把握新标准的要求，不断提升自身的教学能力和素质，努力为学生提供更为优质和专业的英语教育服务。

相信在新标准的指导下，中职英语教育一定能够迎来更为美好的明天。

职业英语课程标准-2017new

《职业英语C》课程标准一、课程基本信息【课程名称】职业英语C【课程代码】（此项可以暂不填写）【开课时间】第 6 学期【学时/学分数】68学时/4学分【课程类型】公共必修课【授课对象】所有专业二、课程定位《职业英语C》是一门公共必修课，中职学生在学完《中职英语》的基础上学习《职业英语C》。

其中，《中职英语》旨在帮助刚进入学校时英语程度尚待提高的学生，使他们在相对较短的时间内，较为系统而概括地学习并掌握必要的英语知识和技能，从而能顺利地开始使用《职业英语》教材。

在此基础上，《职业英语C》进一步巩固基本的语言知识和技能，并使学生的语言水平接近《高职高专教育英语课程教学基本要求》中的B级要求，为学生进入高职阶段的英语学习和B级考试做准备。

三、课程培养目标本课程的教学目标是：根据“以实用为主，以应用为目的”的要求，培养学生的英语综合应用能力，特别是听、说技能，使学生在今后工作和社会交往中能用英语进行简单的口头和书面信息交流，同时增强其自主学习能力，掌握良好的语言学习方法，提高综合文化素质，以适应我国社会发展和国际交流的需要。

本课程的教学在帮助学生打下良好的语言基础的同时，也为衔接后续的英语学习准备好条件。

本课程以课堂面授为主，学生课后广泛阅读与听力训练为辅，面授时鼓励学生积极参与课堂讨论。

在教学过程中，教师还可向学生介绍我国的相关文化知识，让学生对我国与英美两国的传统文化差异有一个较为清醒的认识。

同时，该课程的设计与实施要有利于学生自主学习能力的发展。

为培养学生积极主动的学习方法和形成有效的学习策略，要采用课堂教学和自主学习相结合的方式，营造个性化学习的环境，努力向学生提供自主学习的资源。

课程教学中还要充分运用先进的现代化教育技术，引入计算机与语音设备等多媒体教学手段，全方位、立体化得提高教学效率和教学质量。

《职业英语C》课程在帮助学生继续打好语言基础的同时，要特别重视培养学生的应用交际能力，尤其要加大对听、说技能的训练。

2017年英语课程标准

2017年英语课程标准
2017年英语课程标准是由教育部发布的《义务教育英语课程标准（2017年版）》，这是自2001年开始实施英语课程改革以来的又一次重大调整。

课程标准主要包含以下方面：
1. 课程理念：强调英语课程具有工具性和人文性双重性质，英语课程承担着提高学生综合人文素养的任务，奠定学生综合人文学科知识的基础。

2. 课程目标：从综合语言运用能力、语言技能、语言知识、情感态度、学习策略和文化意识等五个方面，设计了各级目标要求，以促进学生综合人文素养的提高。

3. 内容要求：规定了英语课程需要学习的主题和内容，包括语言知识、语言技能、学习策略、文化意识和跨文化交际等方面的内容。

4. 教学方法：强调以学生为中心，注重学生的参与和体验，提倡采用多种教学方法和手段，如情境教学、任务型教学、合作学习等，以提高教学效果和学生的学习积极性。

5. 评价与反馈：注重过程性评价和终结性评价的有机结合，强调评价主体的多元化和评价形式的多样化，提倡采用多种评价方式进行学生学业成就的评价，并提供及时有效的反馈和改进建议。

总的来说，2017年英语课程标准在课程理念、课程目标、内容要求、教学方法等方面都进行了全面修订，以提升我国英语教学质量。

如需获取更多详细信息，建议访问教育部官网。

2017年英语新课标

2017年英语新课标
2017年英语新课标是中国教育部为适应21世纪教育发展需求，对英语教学提出的最新标准。

新课标强调了英语学科的核心素养，包括语言
能力、文化意识、思维品质和学习能力四个方面。

首先，新课标对语言能力的要求更加全面，不仅包括听说读写四项基
本技能，还强调了语言知识的应用能力。

这意味着学生不仅要掌握语
言形式，还要能够在真实语境中灵活运用。

其次，文化意识的培养是新课标的一大亮点。

新课标鼓励学生了解不
同文化背景下的交际方式和价值观念，培养跨文化交际能力，以适应
全球化背景下的交流需求。

第三，新课标注重培养学生的思维品质，包括批判性思维、创造性思
维和问题解决能力。

通过英语教学，学生应学会分析、评价和创造，
形成独立思考的习惯。

最后，新课标强调了学习能力的培养，鼓励学生成为自主学习者，能
够利用各种资源进行学习，具备终身学习的能力。

新课标还提出了分级教学的理念，将英语教学分为三个级别：基础级、提高级和拓展级。

基础级侧重于语言基础知识和基本技能的掌握；提
高级则在此基础上，加强语言运用能力和思维品质的培养；拓展级则
进一步深化语言知识，拓宽文化视野，提升综合运用英语的能力。

此外，新课标还对教学方法和评价方式进行了改革。

鼓励采用任务型
教学、合作学习等多样化的教学方法，以提高学生的参与度和兴趣。

评价方式也更加注重过程性和综合性，不仅评价学生的语言能力，还
要评价学生的思维品质和文化意识。

新课标的实施，旨在培养具有国际视野、创新精神和实践能力的英语人才，以适应新时代的教育需求和社会发展趋势。

2017年英语课标

2017年英语课标：注重实际运用，强调跨文化交流
2017年英语课标修订的核心理念是“立德树人，服务选拔，导向教学”，主要突出了以下几个方面：
首先，课程目标上，新的英语课标关注语言运用能力，特别是实际交际和跨文化交流的能力。

强调学生不仅需要掌握基本的语言知识，还需要在实际生活中运用这些知识，进行有效的沟通。

其次，课程内容上，新英语课标强调了跨文化交流的重要性。

学生应了解不同文化背景下的语言习惯和价值观，培养跨文化交流的意识，提高跨文化交流的能力。

再者，课程实施上，新英语课标倡导“用中学，学中用，学用结合”的理念。

这意味着学生应在真实的语境中学习英语，通过实践来提高语言技能。

此外，课程评价上，新的英语课标重视过程性评价和终结性评价相结合的方式。

这样的评价方式有助于更全面地了解学生的学习状况，从而更好地指导教学。

最后，课程管理上，新英语课标强调了学校和教师的自主权。

学校可以根据自身实际情况和学生需求，灵活地调整课程内容和教学方式。

综上所述，2017年英语课标注重实际运用和跨文化交流，旨在提高学生的语言运用能力和跨文化交流能力。

这样的课标不仅有助于提高学生的综合素质，也有助于培养具有全球视野的人才。

英语课程标准2017版

英语课程标准2017版
在学前教育阶段，英语课程标准注重培养幼儿的语言感知和语言表达能力，通过游戏、歌曲等方式引导幼儿接触英语，培养其对英语的兴趣和初步的语言能力。

在小学教育阶段，英语课程标准强调培养学生的听、说、读、写能力，注重培养学生的英语语感和语言交际能力，同时注重文化意识和跨文化交际能力的培养。

在初中教育阶段，英语课程标准进一步加强了对语言知识和语言运用能力的培养，注重培养学生的综合语言运用能力，包括阅读理解、写作表达、口语交际等方面的能力。

在高中教育阶段，英语课程标准要求学生能够运用英语进行更加深入和广泛的学术交流和实际应用，注重培养学生的英语综合运用能力和跨文化交际能力。

总的来说，英语课程标准2017版在各个教育阶段都注重培养学生的语言能力、交际能力和文化意识，强调学生的综合语言运用能
力和跨文化交际能力的培养，以适应当今社会的国际化发展趋势。

这一标准的出台对于规范和提高我国英语教育的质量具有重要意义。

新2017义务教育英语课程标准

英语课程标准（201 7年版）中华人民共和国教育部制目录第一部分前言 (3)一、课程性质 (3)二、课程基本理念 (3)三、课程设计思路 (4)第二部分课程目标 (5)一、总目标 (5)二、分级目标 (6)第三部分分级标准 (8)一、语言技能 (8)二、语言知识 (13)三、情感态度 (14)四、学习策略 (15)五、文化意识 (17)第四部分实施建议 (18)一、教学建议 (18)二、评价建议 (21)三、教材编写建议 (23)附录 (25)附录1 语音项目表 (25)附录2语法项目表 (26)附录3 词汇表 (27)第一部分前言当今世界正处在大发展和大调整的变革时期，呈现出世界多极化和经济全球化以及信息化的发展态势.作为一个和平发展的大国，中国承担着重要的历史使命和国际责任与义务。

英语作为全球使用最广泛的语言之一。

已经成为国际交往和科技、文化交流的重要工具。

学习和使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国和世界的相互理解具有重要的作用。

在义务教育阶段开设英语课程能够为提高我国整体国民素养,培养具有创新能力和跨文化交际能力的人才,提高国家的国际竞争力和国民的国际交流能力奠定基础。

在义务教育阶段开设英语课程对青少年的未来发展具有重要意义。

学习英语不仅有利于他们更好地了解世界，学习先进的科学文化知识，传播中国文化，增进他们与各国青少年的相互沟通和理解，还能为他们提供更多的接受教育和职业发展的机会。

学习英语能帮助他们形成开放、包容的性格，发展跨文化交流的意识与能力，促进思维发展，形成正确的人生观、价值观和良好的人文素养。

学习英语能够为学生未来参与知识创新和科技创新储备能力，也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。

一、课程性质义务教育阶段的英语课程具有工具性和人文性双重性质.就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力,进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。